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Enacting a Third Space Pedagogy in a...

Orjuela, Claudia.

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Enacting a Third Space Pedagogy in an Art Museum Setting: Strategies, Intersections, and Values.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Enacting a Third Space Pedagogy in an Art Museum Setting: Strategies, Intersections, and Values./
Author:	Orjuela, Claudia.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	140 p.
Notes:	Source: Masters Abstracts International, Volume: 80-10.
Contained By:	Masters Abstracts International80-10.
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13422535
ISBN:	9781392010945

Enacting a Third Space Pedagogy in an Art Museum Setting: Strategies, Intersections, and Values.
Orjuela, Claudia.

Enacting a Third Space Pedagogy in an Art Museum Setting: Strategies, Intersections, and Values. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 140 p.

Source: Masters Abstracts International, Volume: 80-10.

Thesis (M.S.)--The University of Wisconsin - Milwaukee, 2018.

This item must not be sold to any third party vendors.

This ethnographic case study investigates the theory and practice of third spaces in relation to a professional development program for K-12 teachers in an art museum setting, with emphasis on arts-based programming, lived curriculum, contemporary art, and critical teaching strategies. I investigate how museums negotiate the transition from a pedagogy of place towards a pedagogy of third spaces. The questions guiding my study were: how a third space is valued by educators and museum staff? What are the components, strategies, and methodologies that allow for the emergence of third spaces in professional development programs? What does a third space pedagogy offer to a place-based museum environment? I integrate my understandings of third spaces with those of the study participants, privileging their voices while interweaving my story with the collected data. Four overarching themes guide the analysis: Lived curriculum, decentering the museum, negotiating knowledge, and intertwining of space, artworks, and pedagogy. The study draws upon content analysis as a methodology to understand the emerging insights, patterns, and stories that point at the enactment of third spaces in the museum's professional development programming. Data was collected over the course of a year from field notes, semi-structured interviews with IEI teachers and LSG staff, and photo documentation.

ISBN: 9781392010945Subjects--Topical Terms:

547650
Art education.
Subjects--Index Terms:

Art museums and pedagogy

Enacting a Third Space Pedagogy in an Art Museum Setting: Strategies, Intersections, and Values.
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245 1 0 $a Enacting a Third Space Pedagogy in an Art Museum Setting: Strategies, Intersections, and Values.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 140 p.
500 $a Source: Masters Abstracts International, Volume: 80-10.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Cosier, Kim.
502 $a Thesis (M.S.)--The University of Wisconsin - Milwaukee, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a This ethnographic case study investigates the theory and practice of third spaces in relation to a professional development program for K-12 teachers in an art museum setting, with emphasis on arts-based programming, lived curriculum, contemporary art, and critical teaching strategies. I investigate how museums negotiate the transition from a pedagogy of place towards a pedagogy of third spaces. The questions guiding my study were: how a third space is valued by educators and museum staff? What are the components, strategies, and methodologies that allow for the emergence of third spaces in professional development programs? What does a third space pedagogy offer to a place-based museum environment? I integrate my understandings of third spaces with those of the study participants, privileging their voices while interweaving my story with the collected data. Four overarching themes guide the analysis: Lived curriculum, decentering the museum, negotiating knowledge, and intertwining of space, artworks, and pedagogy. The study draws upon content analysis as a methodology to understand the emerging insights, patterns, and stories that point at the enactment of third spaces in the museum's professional development programming. Data was collected over the course of a year from field notes, semi-structured interviews with IEI teachers and LSG staff, and photo documentation.
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650 4 $a Museum studies. $3 2122775
653 $a Art museums and pedagogy
653 $a K-12 professional development
653 $a Professional development in art museums
653 $a Teaching through the arts
653 $a Third space art education
653 $a Third space pedagogy
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